Search
Translate
Marlborough Primary School

Writing

                                                                                 

 

Marlborough Primary School

English - Writing 2019 - 2020

 

Intent

 

We believe that all pupils at Marlborough Primary School should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. They need to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. All pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school. We believe that all good writers refine and edit their writing over time, so we want children to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process. We do not put ceilings on what pupils can achieve in writing and we do not hold pre-conceptions about any pupils’ ability to make progress. We value the importance of parents and carers in supporting their children to develop both grammar, spelling and composition skills, and so we want to encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school

 

Implementation

 

Classroom organisation:

At Marlborough Primary School we teach English as whole class lessons so that all children have access to the age-related skills and knowledge contained in the National Curriculum. Within lessons, teachers and teaching assistants target support for slower graspers to enable them to achieve at an age-related level wherever possible. This may involve a greater level of scaffolding and access to additional support materials such as Writers Toolkits, Word Banks or a greater level of modelling. Rapid graspers are given opportunities to extend their writing in a variety of ways, including through showing greater control in their writing, a deeper understanding of the impact that their writing has on the reader and by using a higher level of vocabulary and grammar features.

 

Spellings:

Spellings are taught according to the rules and words contained in Appendix 1 of the English National Curriculum. Teachers use the Purple Mash Scheme to support their teaching and to provide activities that link to the weekly spellings. Children are given spellings to learn each week and are given a spelling test the following week. When marking work, teachers identify up to five words that children have spelt incorrectly from within that child’s known ability and they write these on a post-it note for the child. Children are then encouraged to identify these incorrect spellings in their own writing and correct them.

 

Grammar and Punctuation:

Grammar and punctuation knowledge and skills are taught through English lessons as much as possible. Teachers plan to teach the required skills through the genres of writing that they are teaching, linking it to the genre to make it more connected with the intended writing outcome. Teachers sometimes focus on particular grammar and punctuation skills as stand-alone lessons, if they feel that the class need additional lessons to embed and develop their understanding or to consolidate skills.

 

English Lesson Sequence:

Each year group have a yearly overview of the writing genres, both narrative and non-fiction, that they will teach. These have been planned to ensure correct coverage of the key genres as well as build on skills from year to year. Units will take between two and four weeks to complete, and the outcome of each unit will be an Independent Write which will be used to assess the pupil’s skills against the agreed success criteria. Every narrative unit is linked to a carefully chosen text that acts as a stimulus for teaching the identified text, word and sentence level features that children will be expected to include in their extended writing outcome for that unit. A WAGOLL – What a good one looks like – is created based on the stimulus text and supports pupils to identify and mimic the identified features in their own writing. Non-fiction units are also taught through a quality WAGOLL that may be based on a stimulus text or may be related to another curriculum area.

 

Summative Assessment:

Summative assessments will be entered into FFT at the end of each term. Teachers will use their professional judgement to determine whether a child is working within age-related expectations, above or below. They will base their judgements on the quality of the independent write that pupils produce at the end of each unit, and determine to what extent pupils have met the agreed success criteria for that genre of writing. When staff are assessing children’s writing they will use TAFS (Teacher Assessment Frameworks).  Year 2 and 6 use the Dfe National TAFs and yrs 1, 3, 4 and 5 use the TAFs created by the writing leads across our Trust.  These are also used to inform future planning.

 

Impact

  • Pupils will enjoy writing across a range of genres.
  •  Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded.
  • Pupils will have a wide vocabulary that they use within their writing.
  • Pupils will have a good knowledge of how to adapt their writing based on the context and audience.
  • Pupils will leave Marlborough Primary School being able to effectively apply spelling rules and patterns they have been taught.
  • Parents and carers will have a good understanding of how they can support spelling, grammar and composition at home, and contribute regularly to homework.
  • The % of pupils working at ARE within each year group will be at least in line with national averages.
  •  The % of pupils working at Greater Depth within each year group will be at least in line with national averages.
  • The will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged).

 

Top